Details

Autor(en) / Beteiligte

• Sáez, Belén
• Servera, Mateu
• Burns, G. Leonard
• Becker, Stephen P.

Titel

Advancing the Multi-Informant Assessment of Sluggish Cognitive Tempo: Child Self-Report in Relation to Parent and Teacher Ratings of SCT and Impairment

Ist Teil von

• Journal of abnormal child psychology, 2019-01, Vol.47 (1), p.35-46

Ort / Verlag

New York: Springer US

Erscheinungsjahr

2019

Link zum Volltext

Quelle

Applied Social Sciences Index & Abstracts (ASSIA)

Beschreibungen/Notizen

• Despite increasing interest in sluggish cognitive tempo (SCT) in children and advancements in its measurement, little research has examined child self-reported SCT. Child self-report of SCT is important for the multi-informant assessment of SCT. The current study used a large, school-based sample of children and a multi-informant design to examine child self-reported SCT using the Child Concentration Inventory – Version 2 (CCI-2) which was recently revised based on meta-analytic findings and parallels the item content of validated parent and teacher rating scales. The study involved 2142 unique children (ages 8–13 years, 50.51% males). Children ( n  = 1980) completed measures of SCT, loneliness, and preference for solitude. Mothers ( n  = 1648), fathers ( n  = 1358), and teachers ( n  = 1773) completed measures of SCT, attention-deficit/hyperactivity disorder-IN (ADHD-IN), academic impairment, social impairment, and conflicted shyness. Children’s self-reported SCT demonstrated good reliability with the 15 SCT symptoms showing moderate to strong loadings on the SCT factor. The child self-report SCT factor also showed moderate convergent validity with mother, father, and teacher ratings of children’s SCT. In addition, higher child-reported SCT predicted greater mother, father, and teacher ratings of children’s academic impairment even after controlling for mother, father, and teacher ratings of children’s SCT and ADHD-IN. Higher child-rated SCT also predicted greater mother ratings of children’s social impairment after controlling for mother ratings of children’s SCT and ADHD-IN. The present study provides initial empirical support for the reliability and validity of child-reported SCT as part of the multi-informant assessment of SCT. A key direction for future research includes evaluating the unique contributions of different informants and their utility within specific contexts to guide evidence-based recommendations for assessing SCT.